Barriers to E-Learning in Developing Countries: a Comparative Study

ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195

BARRIERS TO E-LEARNING IN DEVELOPING COUNTRIES: A COMPARATIVE STUDY

SOLOMON OLUYINKA, ANATALIA N. ENDOZO Faculty, College of Business Administration and Accountancy, Baliuag University, Gil Carlos St, Baliuag, 3006 Bulacan, Philippines Faculty, College of Education, Angeles University Foundation, 2009 Angeles City, Philippines

Email: [email protected], [email protected]

ABSTRACT Technology and its applications have given tertiary-organizations a better operating system to broaden their education, learning anywhere and at any time made flexible with adoption of technology that is globally accepted. Several studies investigated factors hindering, influencing or significant to technology acceptance. Unfortunately, comparing technology acceptance in terms of two or more developing countries seems not fully investigated, especially in the area of learning via web in the developing countries, rather than developed countries. This study employed technology acceptance model (TAM) to compare the factors affecting e-learning among the Nigeria and Philippines students, modules/part-time students in universities approved for specified technology considered as the unit of analysis. AMOS-SPSS utilized to the analyse sum of 1306 responses for the two counties. Hypothesized; electric supply, technical resources, ease to use and perceived usefulness on e-learning supported, 69% and 80% variance explained of the study achieved. Although, electric supply regressed on perceived ease not supported. Thus, recommended the replication of this study to increase the generalizability of achieved results.

KEYWORDS: Technology Acceptance Model, AMOS-SPSS, Online Learning, Nigeria, Philippines

1. INTRODUCTION online learning, students in Nigeria still ignoring Adopters of this technology can learn advantages of acquiring education online effortlessly both at home and place of work learning technology[11]. In 2002, the provided there are resources. Education via web Commission on Higher Education in the broadens acquaintance and that increases Philippines (CHED) supported Open Learning learners’ confidence. Ehlers [1] documented the and Distance Education (OLDE) in accordance fact that web- learning comes as an extraordinary with the pertinent provisions of Republic Act option to a regular sort of learning which has (RA) No.7722, otherwise known as the “Higher becoming out-dated. E-learning has pressured of Education Act of 1994 (CHED Series) comfort-ability and cost relatively considered Similarly, year 2012, Commission on globally [2]; [3]; [4]. Ellis[5] students' Higher Education, issued memorandum of order experiences of e-learning in higher education, the under number 46 to promote the adoption of ecology of sustainable innovation found learner-centered learning in the Philippines. This significant to this study. initiative seems promising but issues arise on the Nigeria was eight position and the readiness of universities and colleges towards Philippines placed the position twelve among top embracing this change. The adoption of 20 countries with high growth percentage usage technology in the country seems at level of its of internet [6], showing that both countries have infancy; therefore, shifting to e-learning reliable accessibility to the utilization of internet education platforms could be seen as its planning [7]; [8], [9]; [10]. stages as at that time [12]. Despite, National University Commission Lim [13] the study of exploring educational (NUC) of Nigeria supports on acceptance of platforms and community behaviour to support

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ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195 learning initiative in the Philippines, the study factor in the model has impact towards intent to stated different educational technologies that embrace specific technology. Furthermore, [30] currently in adoption some part of Asia and claimed that power supply has a greater America, the study recommended online learning influence towards any technology; the study also over traditional mode of study for learners, supported the robustness of TAM especially working class. Reviewed publications Obasike [31] study on the electronic support the need to investigate why studentss in resources is a big challenge hindering the the Philippines and Nigeria not accepting academic libraries in Nigeria, the study extended technology. This study focuses on the factors TAM and justified that factors such as level of affecting the acceptance of web- learning among power supply, ability to perceived ease of use, the studentss in the Philippines and Nigeria. The related technical resources required future conceptual framework for this study based on validation. technology acceptance model. Pena-Bandalaria [32] study that centered on trends, directions and challenges of e-learning 2. RELATED LITERATURES education in the Philippines, suggested the e- learning management systems could serve as a TAM established that acceptance of significant mechanism to ensure standard quality technology could base on usefulness and ease of education. [33], towards identifying readiness use, Davis [14] defined perceived usefulness as tools for Higher Education quality, e-learning the extent someone can use a system to enhance suggested as one of the means to achieve quality his or her job performance, ease of use as the education, Doculan [12] was found consistent. extent someone feel that system is not These studies also recommended the trainings, complicated to use. Attitude defined as the extent technical use of tools, and usefulness recognition to someone has optimistic/pessimistic of technology and time management. However, assessment towards a technology usage. the studies ignore the impact of electric supply Behavioral intention measures strength of on distance learning education. individual’s intention to perform a specific [14]. Garcia [34] concluded that e-learning has an Several studies had focused on testing the edge in academic performance. The study strength and power of the instruments supported the significant of TAM and suggested established by Davis et al[15], TAM has been the importance of technical support in the realm widely validated by several social sciences of e-learning in the context of the Philippines. study’s authors included [16]; [17]; [18], In the Supportively, several studies validated and area of e- learning [16]; [17]), aspect of foretell precise strength of TAM features besides technology acceptance based on trust [19]; [20]. other technology factors within similar concepts TAM integrated towards structural modelling and considered ideal in the middle of other technology acceptance [21], [22]; [23]. theories of technology acceptance [21]; [17]; Song [24] intent to accept technology, [19], Garcia [34]. This particular study adopted the TAM to suggest serious a conceptual hypothesized that power supply has significant model for understanding self-directed learning in impacts on perceived ease of use towards e- online environments. Loiacono [25] combined learning in the context of Nigeria and Philippines TAM and TRA to achieve instruments that may part-time students. Most of the reviewed studies be accustomed to assess consumers’ awareness centered on adoption of TAM in the developed of online businesses. countries. Also, comparative studies in terms of Additionally, [26] a study on e-learning for e-learning acceptance in developing countries Philippines, stated some administrative facts seem limited. hindering adoption of the technology and ignore Nevertheless, this particular study compares the aspects of the students, Arinto [27] found the robustness of TAM factors together with consistent. 16] [28] study predicting behavioural extension of technical resources and power anticipation to online acceptance adopted TAM supply towards e-learning acceptance in the in direction of the study’s objectives. context of Nigeria and the Philippines. However, Mtebe [29] investigating students’ intention the hypothetical comparison framework for this towards acceptance and use of compatible study the relationship based on TAM is mobile for electronic learning in higher illustrated in figure 1. education in East part of Africa adopted TAM and revealed that added facilitating condition

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Figure 1: Philippines and Nigeria Hypothetical Framework

students at University of Lagos, Nigeria, and fifteen Furthermore, hypothetical statements of this students at the Asian Institute for Distance study based on the extended TAM presented as Education, Philippines. demonstrated in the figure 1 of this study. H1: lack However, students at the University of Lagos, of ability to perceive usefulness may be a barrier to University of Ibadan, Lagos State University and e-learning acceptance in the Philippines and the Covenant University, Nigeria considered as the Nigeria, H2: lack of technical resources may be a unit of analysis in the case of Nigeria model in this barrier to e-learning acceptance in the Philippines study. Meanwhile, the suggested licensed and Nigeria, H3: lack of ability to perceive ease of universities for study in the Philippine students as use may be a barrier to e-learning acceptance in the the unit of analysis included the Asian Institute for Philippines and Nigeria, H4: electric supply may be Distance Education, University of the Philippines a barrier to e-learning acceptance in the Philippines Open University and Amable Mendoza Aguiliuz and Nigeria, and H5: lack of electric supply may a University Online Education operating in the barrier to e-learning acceptance in the Philippines Philippines. and Nigeria. Baker [35] study stated that an interview about Conclusively, these hypotheses were based on an honorifics thesis or academic researches, might established previous studies technology acceptance. need to interview at least more than twenty people, Most of the studies justified the relationship among the number of people interviewed in this current the attributes any technology model. This particular study justified, the process expected to help in study actually proposed to extend the TAM with developing the questionnaire towards the objectives technical resources and impact of electric supply of this current study. This study reviewed involved power constructs towards e-learning acceptance in publications within two decades in discipline of two developing countries context. social science and technology management. Nevertheless, the theoretical framework established 3. METHODOLOGY within the range of 1989 to 2018 publications to figure the assumption for this study. This is a quantitative study where Development of instruments for e-learning questionnaire considered as the instrument, acceptance in this study generated from TAM and regression weights and squared multiple related studies on technology acceptance [21]; [17]; correlations in AMOS employed to predict barriers [19], [34]. First parts of the questionnaire focus on to learning via web among Philippines and Nigeria collecting respondents profile demographics and students. Furthermore, the questionnaire their knowledge usage of computer packages. foundation was based on publications related to Second part technology factors [21]; [17]; [19], technology acceptance and interviews with twelve [34].

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A five-point Likert scale options (range from 1 The pilot examination involved a total number as strongly disagree to 5 as strongly agree) to of forty-two and forty questionnaires returned from measure all the factors adopted [36]. Nigeria and Philippines respondents respectively. A pilot examination conducted prior to the The forty-two and forty respondents suggested for final questionnaire administration. This was done to this pilot examination in both countries excluded in ascertain clarity of the questionnaire. A sum of one- final survey. The internal consistency for these hundred and ten questionnaires administered at the forty-two and forty respondents ran in SPSS 22.0 countries aforementioned, fifty questionnaires for windows differently. Cronbach’s alpha distributed at the National Open University, Nigeria coefficient results of forty-two and forty and sixty at the Philippines Open University, for the respondents from Nigeria and the Philippines pilot assumptions. The expected time to complete indicated in the table 1 of this study respectively. the generated questionnaires was 10 to 15 minutes, both time and clarity confirmed by the pilot respondents considered in this study.

Table 1: Pilot Study Ccronbach’s Alpha Coefficients n/s Variables Items Nigeria (N=42) Philippines (N=40) 1 Perceived usefulness 6 0.837 0.877 2 Technical resources 6 0.826 0.802 3 Perceived ease of use 5 0.895 0.794 4 Electric supply 6 0.884 0.733 5 E-learning 5 0.893 0.847

Cronbach’s alpha coefficients for each factor loadings accomplished as all loaded at constructs in both countries reported greater than expected column, the assumption reported all AVE 0.70, simply interpreted that measurement items are above .5, composite reliability and all cronbach’s reliable. Thus, suggested that the instrument can be alpha of .7 above achieved [39] recommendations, adopted for main survey. p-values significant < .05 and square multiple An even distribution a total of 800 weights (R2) to explain the variance of the models questionnaires to students at University of Lagos, adopted [39]; [40]. [41]; [42]. Lagos State University, Covenant University and Furthermore, the two suggested models for University of Ibadan in Nigeria. Similarly, an even Nigeria and the Philippines structured with the aids distribution of questionnaires that amounted to a of IBM SPSS statistics 22 (AMOS-SPSS). The total number of 600 distributed to higher education analysis and details shall be presented in the learners in Philippines at Asia Institute for Distance subsequent section. Education, Philippines Open University and Amable Mendoza Aguiliuz University. A total 4. ANALYSIS AND FINDINGS number of 1400 questionnaires in both countries, 1306 returned which indicated that 93 percent of 4.1 Data Processing and Analysis questionnaires returned, distribution details reported in the subsequent section of this study. 4.1.1 Data Processing report A principal factor analysis using varmax rotation performed, inspection of the correlation Further analysis, distribution details reported matrix showed that all above 0.5, the Kaiser- based a total number of 1306 returned from 1400 Meyer-Oklin achieved with 0.818 and significant at questionnaires. 800 questionnaires distributed in 0.000 in the Nigeria context, and the Philippines Nigeria and 730 returned, and total number of 600 constructs reported 0.843 Kaiser-Meyer-Oklin at questionnaires distributed in the Philippines and significant 0.000 [37] [38]. Discriminant validity 576 returned. This implied that over 91% assumption and the outliers test justified using questionnaires returned in Nigeria and 96% from SPSS. the Philippines. Thus, distribution of the Extraction method employed on principal questionnaires and location presents in table 2 of component and the rotation converged in 7 this study. iterations,

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Table 2: Distribution of the Questionnaires and Location QUESTIONNAIRE SURVEY IN NIGERIA Questionnaires Universities in Nigeria Returned Distributed 200 University of Lagos 179 Distributed 200 Lagos State University 186 Distributed 200 Covenant University (Ogun State) 191 Distributed 200 University of Ibadan 174 Total of 800 Questionnaires Distributed Total Returned = 730

QUESTIONNAIRE SURVEY IN THE PHILIPPINES Questionnaires Universities in the Philippines Returned Distributed 200 Asian Institute for Distance Education 190 Distributed 200 University of the Philippine Open University 192 Amable Mendoza Aguiliuz University Online Distributed 200 194 Education Total of 600 Questionnaires Distributed Total Returned = 576 Total of 1400 Questionnaires Distributed (Nigeria and Philippines) Total Returned = 1306

After removal of 80 and 65 outliers’ in the case of case of the Philippines. Students with master Nigeria and Philippines respectively, a total number certificate noted in this study was 39% of 650, and of 650 cases for Nigeria and 511 cases for 27% of 511 noted in the Philippines. This study Philippines considered in modeling of this study. also noticed that there is regular electric supply in Information of the respondents and awareness the Philippines compared to Nigeria situation. The about the technology reported. students investigated in this study confirmed their awareness about on-line education. Doctorate and 4.1.2 Demographics master holders seems lower, most claimed no time due to their employment. The curiosity remains Table 3: demographic details reports that male same, if they are aware of online education, why donated with round-off 59%, in Nigeria and 61% in not claiming that? This study justified that the Philippines. Ages 20-30 occupied 51% in the Nigerians power supply low compared to Philippines and Age range of 31-40 occupied 53% Philippines indicated in the table 3 of this study. in Nigeria, students seems to prefer part-time mode of study, modular mode 88% prefer modular mode. 4.1.3 Exploratory Factor Analysis Report And in the Philippines 67% chose part time mode of study over modular. The exploratory factor analysis (EFA): explored The percentage number of students with the and provides information about the numbers of degree certificates indicated 48% in the case of factors required to represent the data. In EFA, all Nigeria and 67% noted in the case of the measured variables are related to the latent Philippines. Students with master certificate noted variables. Thus, assumptions about validity of in this study were 39% out of 650 case of Nigeria instruments used justified in Table 4 KMO and and 27% out of 511 in the case of the Philippines. Bartlett’s Test reports for Nigeria and the Furthermore, doctorate certificate indicated Philippines, each EFA ran separately. 48% in the case of Nigeria and 67% noted in the

Table 3: Demographic of Nigeria and Philippines Respondents

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Factors Categories Frequency (Total N=1161)

Nigeria (N= 650) Philippines (N= 511) Male 384 59% 199 39% Gender Female 266 41% 312 61%

20-30 266 41% 261 51% 31-40 345 53% 179 35% Age 45-50 above 39 06% 71 14%

Modules 78 12% 169 33% Mode of study Part-time 572 88% 342 67%

Degree 312 48% 337 65% Master 256 39% 139 27% Certificate Doctorate 82 13% 29 06%

Yes 78 12% 506 99% Have regular electricity? No 572 88% 5 01%

Aware of full On-line education in your Yes 565 87% 501 98% country? No 85 13% 10 02%

Table 4 KMO and Bartlett’s Test reports KMO and Bartlett’s Test Nigeria Philippines Kaiser-Meyer-Olkin Measure of Sampling .812 .828 Adequacy. Bartlett’s Test of Sphericity Significant @ 0.05. .000 .000

which acceptable for further analysis for both Kaiser-Meyer-Olkin (KMO) test of sample countries in this study (Hair et al., 2012). Further, adequacy achieved (0.812) for Nigeria and (0.828) deleted observed outliers 27 and 21 in Nigeria and for the Philippines. As aforementioned that the Philippines respectively. normality tests shall be performed to justify a normal distribution of the data-set. The normality 4.1.4. Discriminant validity of the data-set of this study based on the Kurtosis The assumption performed with the use of SPSS and Skewness statistics (Hair et al., 2012; Sheridan discriminant properties. Table 5, Tests of Equality et al., 2006). Skewness and kurtosis z-value, of Group Means and Pooled within Groups Skewness and kurtosis should be ±1.96 and Matrices justified the significance of the Shapiro-Wilk test p-value should above 0.05. instruments. Although, perfectly data unexpected, but achieved 80% of the Skewness z-values are above ±1.96

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Table 5: Discriminant Validity (Nigeria and Philippines) Equality of Group Means (Nigeria) Wilks' Lambda F df1 df2 Sig. Perceived usefulness .751 107.83 1 623 .000 Technical resources .960 13.40 1 623 .000 Perceived ease of use .810 76.36 1 623 .000 Electric supply .883 43.05 1 623 .000 E-learning .788 147.54 1 623 .000

Pooled Within-Groups Matrices (Nigeria) Usefulness Technical resources Ease of use Electric supply E-learning Usefulness 1.000 .729 .701 .679 .644 Technical resources .731 1.000 .659 .641 .637 Ease of use .694 .659 1.000 .550 .543 Trust .680 .640 .652 1.000 .536 E-learning .644 .585 .551 .546 1.000 Correlation

Equality of Group Means (Philippines) Wilks' Lambda F df1 df2 Sig. Perceived usefulness .751 107.83 1 493 .000 Technical resources .960 13.40 1 493 .000 Perceived ease of use .810 76.36 1 493 .000 Electric supply .883 43.05 1 493 .000 E-learning .788 147.54 1 493 .000

Pooled Within-Groups Matrices (Philippines) Usefulness Technical resources Ease of use Electric supply E-learning Usefulness 1.000 .817 .699 .687 .684 Technical resources .828 1.000 .685 .621 .618 Ease of use .794 .759 1.000 .619 .614 Trust .691 .678 .665 1.000 .594 E-learning .676 .663 .651 .569 1.000 Correlation

The discriminant validity performed suggested these factors based on principal components and removal of 26 cases among the Nigerian rotation method at the factor loading greater than respondents and 17 cases among the Philippines 0.6 considered for this current study. A total respondents. Thus, number of 6 items that failed to meet acceptable levels of an FA <0.60 or loaded in another column 4.1.5. Components factor analysis from the total of 28 items in the case of Nigeria and 4 items in the case of the Philippines deleted. FA< Factor analysis considered very important in 0.6 is from perceived ease of use, e-learning and the studies related to structural equation modeling technical resources. Table 5 illustrated construct (Sheridan et al., 2006; and Kline, 2012). Factor reliability and validity. loadings of the items examined, the specification of

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Table 5: Average Variance Extracted and Composite Reliability CONSTRUCTS NIGERIA PHILIPPINES Cronbach’s Alpha AVE Composite Cronbach’s Alpha AVE Composite Perceived usefulness .891 .738 .818 .873 .827 .873 Technical resources .867 .785 .842 .856 .726 .811 Perceived ease of use .898 .666 .878 .876 .795 .894 Electric supply .839 .675 .892 .869 .783 .831 E-learning .877 .825 .849 .894 .781 .817

The average variance extracted, composite However, results reported based on reliability and cronbach’s alpha justified suitable hypothetical framework. Thus, reported hypothesis for each country in the table 5 of this study. All one, lack of ability to perceive usefulness may be a average variance extracted threshold of 0.5 barrier to learning via web in the Philippines (β = composite reliability above 0.6 and cronbach’s 0.338) and Nigeria (β = 0.194) supported, alpha above 0.7 achieved in this study. The hypothesis two, lack of technical resources may be specified constructs analysed with adoption of a barrier to learning via web in the Philippines AMOS after measurement model quality criteria (β=0.291) and Nigeria (β=0.244) supported in both achieved with the utilization of SPSS. countries, hypothesis three, lack of ability to perceive ease of use may be a barrier to learning via 4.1.6. Model Structuring web in the Philippines (β=0.275) and Nigeria (β=0.296) supported in both mentioned countries, The five structured namely perceived hypothesis four, lack of electric supply may be a usefulness, technical resources, perceived ease of barrier to learning via web in the Philippines use, and electric supply paths on e-learning (β=0.022) not supported in the Philippines and structured. The data sets for Nigeria and Philippines Nigeria (β=0.381) this was supported in the case of specified differently in the AMOS respectively. A Nigeria. variance explained of 80% round off for Philippines Additionally, hypothesis five, lack of electric and 69% for Nigeria in this concluded study, about supply may a barrier to learning via web in the barriers to learning via web in developing Philippines (β=0.271) and Nigeria (β=0.197) countries. The finding of this study found supported in both compared countries mentioned in consistent with [17]. this study. Paths coefficients in this study reported the Conclusively, this is a variance structural factors that might affect acceptance of e-learning in equation modelling study where measurement items developing countries such as Nigeria and converted to factors (observed variables) for each Philippines. The suggested factors included constructs. Thus, variance explain above 40% perceived usefulness, technical resources, perceived suggested appropriate and path coefficients ease of use and electric power supply. significant should be less than <0.05. However, all All suggested regressed paths supported in the path coefficients for this study supported justified at case of Nigeria and Philippines expect electric p-values < 0.003, a round off of 80% variance supply path on perceived ease in the case of the explained of the observed factors that could impede Philippines, reasons shall be provided in the learning via web in the case of the Philippines and discussion part of this study. 69% achieved in the case of Nigeria. Summary of the analysis presented in the table 6 of this study.

Table 6: Path Coefficients Summary

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Philippines Paths constructs and Beta View Text Beta Supported? PH NG Philippines Nigeria E-learning < Perceived Usefulness β=0.338, β=0.194 Yes Yes E-learning < Perceived Ease β=0.275 β=0.296 Yes Yes E-learning < Electric Supply β=0.271 β=0.197 Yes Yes E-learning < Technical Resources β=0.291 β=0.244 Yes Yes Perceived Ease < Electric Supply β=0.022 β=0.381 No Yes Squared multiple correlations(R2) 79.7% 69.1%

Furthermore, regression weights and squared perceived ease of use not supported on the multiple correlations estimates viewed from the Philippines model and it was removed. Figure 2 AMOS was also summarized towards presented the final absolute inner path coefficients generalizability of observed factors that could and the R-squares of the structured model for both impede learning via web in the developing countries. countries such as Philippines and Nigeria. Nevertheless, lack of electric supply path on

Figure 2: Final Inner Path Coefficients and the R-Squares of the Structured Models for both Countries.

Conclusively, the final structured models indicated that electronic mode of learning in 4.1.7 Research Pros and Cons Justification Nigeria could only be meaningful if problem of An intensive comprehension of the specific power supply and other suggested factors could circumstances and the prerequisites are be handled properly, while, electric supply is not profoundly expected to improve and completely an issue why learning via web is not adopted fully understood the selection of e-learning. in the case of the Philippines. Next section Scholastically, this work has brought about a highlights the research pros and cons in the methodology at distinguishing unpredictable and relationship to findings and previous studies dubious developing information of e-learning. A reviewed. comparing technology acceptance in two developing countries suggested limited, making a

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ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195 new connection among constructs by contrasting of the external limits and internal points of interoperability is a methodology to recognize the interest of how e-learning can effectively multifaceted nature of e-learning situations. This function in the teaching and learning process, is accomplished by proposing a procedure where thus contributing to a globally and by TAM was used by its segments definitions and technologically responsive learners. Moreover, implications. the discussions and implementation, Furthermore, attributes, target goals are then recommendations presented in the next section of indicated and perfect matches were discovered, this study. these newly concluded study can be reasonably demonstrated into utilizing another hypothetical 6. DISCUSSIONS AND model for testing. This finished up concept RECOMMENDATION stressed on utilization of eLearning. Also emphasized that acknowledgment of innovation This is a comparison study on factors will be helpful in time management of the users. affecting an e-learning acceptance model in In any case, earlier investigations disregard the developing countries, TAM as a solid foundation effect of electric supply on e- learning of technology acceptance adopted. Plainly, the environments while this study, electric supply is findings of this study suggested that electronic noteworthy. This study stressed how power learning acceptance could be affected by supply impacts perceived ease of use towards e- technical resources and inability in perception learning with regards to two developing nations. ease to use and electric supply. This on-going study also point out that availability of power 4.1.8 Research Differences to Prior Studies supply will increase perceptions of ease use of the system in the case of Nigeria in this study, Earlier studies approved and predict exact based on the assumption of this study technical quality of TAM other than other technology resources could be effectively use to influence factors inside comparative ideas and thought the e-learning in Nigeria. amidst different hypotheses of e-learning The Nigeria and the Philippines respondents acceptance. It likewise looked at the strength of justified the perception of usefulness; technical TAM factors together with augmentation of resources and inability in perception ease to use technical resources and power supply towards e- affect the acceptance of the technology. An learning acceptance with regards to two improved electric supply could be an instrument developing nations .Thus this examination to encourage e-learning, perception towards ease unequivocally bolstered the thought. It very well to use, technical resources and usefulness may be comprehended from the work that there reckoning on power supply Nigeria. are many prerequisites for the appropriate Also, technology acceptance readiness and systems that can be connected for e-learning the infrastructural in the both developing activities. However, there are four constructs for countries investigated in this study, supported the TAM to distinguish barriers to e-learning of two significant of TAM towards elucidating e- developing nations and endeavored to clarify the learning acceptance in approved aforementioned way toward embracing e-learning; they are not universities in Nigeria and the Philippines. ready to achieve a typical accord. Implications of the findings in this Furthermore, analysis on barriers technology concluded study expected to help the to acceptance mentioned countries possibly Commission for Higher Education in both maybe absolutely filled. Implementations of e- mentioned countries identified the major aspect learning are profoundly fruitful in developed of infrastructural facilities actually needed to nations hence not useful to the overall public. A justified huge investment on technology. If large portion of the explored study fixated on aspect electric power supply could be improved, adoption of TAM in the developed nations. developing country like Nigeria possibly will Likewise, a comparative study as far as the e- attach value technology. learning acceptance in developing nations Implication of this concluded study to the appears ignored. Republic of the Philippines, if the Commission Various studies showed that e-learning for Higher Education could emphasize more on played a significant role not only in academic usage of technology for educational purposes and setting but in business and information systems. approve more universities to offer e-learning. Furthermore, studies also manifested investigated However, government should support in

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ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195 directing more fund to improve technological western education, massive questionnaire survey infrastructures in both public and private suggest hindered. Similarly, due to economic and universities. Thus, highlights the limitations and political challenges at the southern part region of assumptions to this study. the Philippines, respondents reluctantly completed the questionnaires during the survey. 5. LIMITATIONS AND ASSUMPTIONS As a result, re-validation of this study using private universities student as targeted In this concluded study, an attempt has been respondents with exclusion these regions to develop an extensive framework, adopted suggested in the future study. dependable and valid measures of technology This study presented why high rate of part- acceptance factors, and analyse the data making time studies in the midst of the respondents in the use of effective tools and suggested statistical permitted universities. This study discretionary methods. In addition, an objective has been predetermined call for potential rationale why chosen that maximizes the generalizability and learners value part-time mode of study over e- transferability of findings. As with studies, learning, also suggested power supply as an advisable to acknowledge and comprehend the arbitrator towards direction of online learning in limits associated, the areas described Nigeria, moreover, it would be great commitment subsequently. if the National Universities Commission of This concluded study was considered a Nigeria and Commission on Higher Education of cross-sectional survey towards investigating the the Philippines approve other universities for e- impact of electric power supply in the learning in other part of the country. Hopefully relationship with TAM, at targeted time and this study’s suggestion might justified the using a cross-sectional survey design may direction of the huge investment on technology possibly not permit the understanding associated and infrastructural by both the Federal with the casual implications among constructs in government of Nigeria and Democratic this study, this may limit the generalizability of government of the Philippines. Future study since casual implications may not be replications of this study for developing countries drawn. Thus, longitudinal study might be more most especially African and Asian countries. reliable, diffusion of technology towards the particular desirability of behaviour tends to be 6. ACKNOWLEDGMENTS developed over time [36]. Another likely limitation observed in this We would like to extend our thanks to concluded study, some items in the research Baliuag and Angeles Universities general survey may differ in wording of those employed administration in encouraging and promoting the for measuring principally in the constructs by research activities. Also, we would like to extend other researchers. In fact, some items in the our gratitude to the research department for their questionnaire were revised to ensure they were continuous support and guidance in conducting valid to use within the context of e-learning this study and making it a reality. acceptance. Thus, future study may adapt original source. The sample size adopted in this REFERENCES study seems not enough to measure the large population and circumstances about e-learning [1] Ehlers, U.D. (2009). Web 2.0 – e-learning acceptance in the two developing countries used 2.0 – quality 2.0? Quality for new learning for this study, thus, assumed generalizability may cultures, Quality Assurance in Education be affected. 17(3) Restrictions of the study might be tracked [2] Rosenblit, G. S. (2009) Distance Education towards sixty-one percent female in the in the Digital Age: Common Conceptions Philippines and forty-one respondents in Nigeria, and Challenging Tasks, Journal of Distance this might prejudice end result in term of gender Education 23(20), 105-122 reference, also using the part-time university [3] Richter, Z. O., Bäcker, E. M., & Vogt, S. students in developing countries might affect (2009). Review of Distance Education generalizability of this study. Some of the Research (2000 to 2008), Analysis of mentioned permitted universities for e-learning research areas, methods and authorship within Philippines and Nigeria encountered patterns. International Review of Research crisis, some northern part of Nigeria say no to the in Open and Distance Learning, 10(6), 21-

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